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Global Science and Safety Initiative for Girls Brochure

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    DEATHS

    United States Geological Survey, Teachers Without Borders,

    Global Earthquake Model, Earthquake Engineering Research Institute

    GIRLS QUAKE SCIENCE AND SAFETY INITIATIVE

    1,000,000$buildings$surveyed$for$their$seismic$weakness$

    100,000$girls$educated$in$seismic$science$and$safety$

    5,000$teachers$trained$in$seismic$curriculum$

    1,500$seismometers$installed$in$schools$

    1,000$engineers$mentoring$the$girls$

    Impacts$

    For EQUAL FUTURES PARTNERSHIP

    STEM education for 100,000 girls in vulnerablecommunities

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    Dear Colleagues,

    Dense populations. Precarious educational systems.Poorly-constructed buildings. High seismic vulnerability.

    Political instability. A perfect, tragic, preventable storm.

    We believe that an ounce of prevention and planning

    education (science and safety) is worth a pound of cure(post-disaster aid money).

    After having conducted successful, independentearthquake science and education programs for years,the White House asked the United States Geological

    Survey (USGS) and Teachers Without Borders (TWB) tocollaborate on bringing about the most ambitious, yetachievable, science and safety initiative in the world.

    Endorsed the White Houses Equal Futures Partnership

    and encouraged by the William and Flora HewlettFoundation, Prevention Web, Johns Hopkins University,the University of California, and the Interagency Networkfor Education in Emergencies, the Girls Quake Scienceand Safety Initiative (GQSSI) bridges the gap between

    the capacity-building development and global aidfollowing a disaster.

    GQSSI intends to reach 100,000 girls over 3 years andcan begin with substantial regional pilots as early asSeptember, 2013. All pilots would include the full scienceand safety program: seismometers, in-country technicians,support providers, educational resources

    (shake tables, QuakeCaster, Plate Tectonic Puzzles),

    smart phones, Flip video cameras, building inventorydata capture and uploading tools, global buildingtaxonomy, risk-portrait case studies, local partnerships,earthquake science and safety curriculum from TWB andUSGS, and mentor-teacher workshops.

    Combining pilots in multiple locations would help lowerthe cost per student by maximizing efficiencies associatedwith one-time (up-front) program activities. Greatestefficiencies shall be clearly evident after scalable systemsare in place that allow the GQSSI to travel among

    regions and to monitor scale.

    The Girls Quake Science and Safety Initiative is consistentwith international law and the 2005 Hyogo Frameworkfor Action, a blueprint signed by 168 governments toacknowledge and plan for education as a means by

    which we can ensure a safe future for our children.

    GETTING STARTED

    We suggest five potential regions forpilotimplementations: India, Indonesia (Sumatra and Java),Myanmar, and Jordan. Our selection criteria considers

    (a) diplomatic relations with the host government toprovide a constructive collaboration for conducting theGQSSI (b) a history with trusted local partners (c)emerging partners (d) educational capacity; and (e)regional support. For each region, we have provided a

    brief seismic and educational profile, information aboutpartnerships, and cost differentials.

    The Girls Quake Science Initiative is poised to advance

    world-class science and education from below the ground

    and up.

    Respectfully submitted,

    United States Geological Survey, Teachers WithoutBorders, Global Earthquake Model, Earthquake

    Engineering Research Institute

    United States Geological Survey, Teachers Without Borders,

    Global Earthquake Model, Earthquake Engineering Research Institute

    Education from BELOW the ground and up

    ..bolstering access to open educationalresources (OER)...to educate girls aboutearthquake science in high-risk regions ofthe world.

    EQUAL FUTURES PARTNERSHIP

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    A POOR EDUCATION IS A SEISMIC RISK

    More than 50 per cent

    of children who die in

    earthquakes each year

    (worldwide) die inside

    their school buildings.

    Only 2% of all humanitarian aid goes into education

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    United States Geological Survey, Teachers Without Borders,

    Global Earthquake Model, Earthquake Engineering Research Institute

    Disasters Destroy Any Gains in Development

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    India

    ONE BILLION PEOPLE live on

    the Indo-Gangetic Plain

    HIGH RISK for Magnitude 8-9on the Himalayan front

    2001, Bhuj-Gujurat: 20,000 fatalities,

    00,000 injured, 1.2m housing units lost, $4bproperty loss

    2005, Kashmir: 80,000 fatalities,200,000 injured, 4,000,000 homeless,

    inestimable property loss

    Seismic Risk Educational Risk

    THE LOWEST LITERACY RATES

    are located in areas of high seismicity

    INDIA ranks 129th of 146 countrimeasured for gender parity.

    44.5% of girls are married before 18

    Women are often last toreceive space in safe areas andrelief is usually issued to males.Relocation after disastersincreases womens workloads,decreases their control overfood and income, and disruptstheir social support networks.

    At the same time, domesticviolence and sexual exploitationincrease. Women bring valuablemanagement capabilities to thedisaster context that are rarelytapped because people view

    them as weak and poor managers. A few womennon-governmental organ(NGO) programs havechallenged these perceptrecent disasters. Women

    help groups are beingintegrated into disastermanagement strategies awomen are increasinglyrepresented on local govbodies.1

    SEISMIC RISK: DETERMINED BY HAZARD MAPS,

    POPULATION AT RISK, BUILDING TYPOLOGIES,

    HISTORY OF EARTHQUAKES, CULTURAL MEMORY

    EDUCATIONAL RISK: DETERMINED BY USAID, UNDP,

    USAID FOR LITERACY, GENDER EQUITY, SCIENCE/

    EARTHQUAKE EDUCATION, AND TEACHER DEVELOPME

    1 Mainstreaming Gender in Disaster Management (Cehmonics Support P

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    egional geologists, NGOs,gencies, NGOs and civil-societyrganizations, universities, networks

    hool Earthquake Laboratory Program

    atham

    ational Programme on Earthquake Engineeringducation

    l-India Disaster Mitigation Institute

    esource Development Center, New Delhi

    ujarat state Disaster Management Authority

    ustainable Environment and Ecological

    evelopment Society

    ga Khan Development Network

    ender and Disaster Network

    ga Khan Development Network

    enter for Environment Education, CEE, Himalaya

    teragency Network for Education in Emergencies

    Substantial progress has been made vis a visearthquake construction standards for commercialbuildings, but these compliant buildings represent alow percentage of building stock and do not extend

    to much of residential construction, where amajority of the hazard lies.

    Yearly average of fatalities in India fromearthquakes: 1,500. In the United States: 10Asia-PacificDisasterReport:2012(UNISDR,UN-ESCA

    India PartnershipsONGOING, POTENTIAL AND

    EMERGING:

    Communitieschools and public access buildings to benalized, with partners, to focus on schools in

    Gujarat, Uttaranchal, Himachal Pradesh, Jammu &ashmir.

    NDP India and the Government of Indiaroduced a valuable publication called Womens Equal Partners: Gender Dimensions of Disasterisk Management Programme - Compilation of

    Good Practices

    his collection showcases gender equity practicesn disaster risk reduction from several states inndia - Assam , Tamil Nadu, Orissa, Uttar Pradesh,Gujarat, Delhi and Maharashtra.

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    JAVA: 140 million peopleat earthquake risk

    SUMATRA: 50 millionpeople at earthquake risk

    Damaged 249,833 housing units (50%

    heavily damaged), 1,010 government

    facilities, 2,104 worship facilities, 177

    kms of road, 4,980 m of bridge

    Seismic Risk Educational Risk

    In Aceh, 2/3 of dead or missing

    were women or girls

    DESTROYED2,512 education facilities

    (9,051 local)

    USAID: EDUCATION FROM AGENDER EQUALITY PERSPECTIVE

    enhancing the quality of teaching andlearning through strengthened teacher

    training and improvements in the schoo

    learning environment

    Indonesia

    J

    avaandSu

    matra

    EDUCATIONAL RISK: DETERMINED BY USAID, UN

    USAID FOR LITERACY, GENDER EQUITY, SCIENCE/

    EARTHQUAKE EDUCATION, AND TEACHER

    SEISMIC RISK: DETERMINED BY HAZARD MAPS,

    POPULATION AT RISK, BUILDING TYPOLOGIES,

    HISTORY OF EARTHQUAKES, CULTURAL MEMORY

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    CommunitiesPADANG; ACEH PROVINCE

    Banda Aceh, Calang, Maulaboh

    IndonesiaPartnerships

    Regional geologists, NGOs,universities, networks

    UNDP

    Syiah Kuala University, BandaAceh, Education and TrainingDivision

    Aceh Data and DisasterInformation

    Earth Megacities Initiatives

    Stanford University, Paleotsunami

    The Indonesia Framework of School-Based Disaster Preparedness, supporteby the School Earthquake Safety Initiative (SESI) of UNCRD has developed"Reducing Vulnerability of School Children to Earthquakes" took place in foucountries, two of which (India and Indonesia) are central to the Girls QuakeScience and Safety Initiative.

    Indonesia has committed to ensuring that school children living in seismicregions have earthquake resilient schools and that local communities buildcapacities to cope with earthquake disasters. The project has the following kcomponents: school retrofitting; disaster education, capacity building and

    raising awareness. One of the five priorities for action, underscored in theHyogo Framework for Action (HFA) 2005-2015: Building the Resilience ofNations and Communities to Disasters, is using knowledge, innovation andeducation to build a culture of safety and resilience at all levels (HFA Priorit3).

    The World Disaster Reduction Campaign for 2006-2007 by the UNInternational Strategy for Disaster Reduction (UNISDR) was carried outtogether with various partner organizations under the theme of "Disaster RisReduction Begins at School." Various initiatives were taken during the campaand they are instrumental in creating a global synergy for safe schools. Thouthe campaign ended in 2007 with many noteworthy achievements, the task school safety and building resilience of communities has not ended; in fact, ihas just started and needs dedicated efforts to make disaster resilience acomponent of sustainable development. UNCRD has been playing an activerole in realizing the message of school safety and building resilience ofcommunities through schools for last many years.

    The project on "Reducing Vulnerability of School Children to Earthquake" unthe School Earthquake Safety Initiative (SESI) is an example of how differenstakeholders can be in science and education.

    Reducing Vulnerability of School Children to Earthquakes: United Nations Centre for

    Regional Development (UNCRD); School Earthquake Safety Initiative (SESI); January 2009

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    Myanma

    r

    My

    anmar

    70 million(population)

    50 million (in regions of seismic risk

    20 million (in regions of high seismic risk10 million (live along Sagaing Fault

    ...3 out of 10 primary school aged children areout of school.

    70% of those who do start school are unable tofinish at the primary level.

    50% of students are unable to continue tosecondary school.

    According to the Curriculum Project...

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    Geologists, NGOs, agencies, civil-ociety organizations, universities,

    networks

    Union Minister of Ministry of Social Welfare

    Relief and Resettlement

    Chairman of Myanmar Disaster PreparednessAgency (MDPA)

    Department of Meteorology and Hydrology

    (DMH)

    Myanmar Engineering Society (MES) and

    Myanmar Geosciences Society (MGS), School of

    Civil Engineering, Andalas University

    COMMUNITIES

    Taungoo, Taungdwingyi, Bagan-Nyaung-U, Kyaukse, Pyin Oo Lwin,

    Shwebo, Wuntho, Hkamti, Hakha,Myitkyina, Taunggyi, and Kunglong

    MYANMAR PARTNERSHIPS

    ONGOING, POTENTIAL AND EMERGING YET, A NEW READINESSFOR PREPAREDNESS

    MYANMAR DISASTER RISK REDUCTION PROGRA

    Myanmar is currently operating 11/16 projects focusing on

    public awareness, education, and training DISASTER SAFETY DAY

    GEOLOGICAL NETWORKS

    NATIONAL PUBLIC AWARENESS PROGRAM

    MYANMAR EDUCATION RECOVERY PROGRAM: UNE

    The Ministry of Education and the Township Disaster PreparedCommittees will take the lead roles in this sub-component to wowith the school authorities and teachers from selected schools all states and divisions with priority accorded to Ayeyarwady,Chin, Magway, Mandalay, Rakhine, Sagaing and Thanintharydevising individual school disaster preparedness programs. TheTownship Education Offices will facilitate the schools to conducrisk assessment of their own schools and their vicinities as basistheir preparedness programs preparation.

    The program implementation will also be supported by townshauthorities.In the time of post-disaster, outbreaks of epidemics icommon, which can lead to several deaths. It is important toprovide training on epidemic control and prevention, ensureavailability of medicines & health care facilities and sanitation

    (systematic garbage disposal, clean water). Apart from abovementioned activities, this component will include psychosocialaspects of disaster on community. It will also include coordinatand cooperation among departments and NGOs. Ministry ofHealth will lead this component as per the guidance of NDPCCwill have linkages sub-components (4.1) & (4.4).

    Sub-Component 4.8: Development of School DisasterPreparedness Program

    Sub-Component 4.9: Preparedness and responseprogram for psychosocial impacts and epidemic &disease control in the aftermath of natural disasters

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    Jordan

    2/3 of Jordans population livewithin 50km of a fault line.

    m5.7 in 1995; m4+ quakes canoccur in clusters of dozens within

    a week

    Seismic Risk Educational Risk

    Jordan

    Coordination with the United NationsDevelepment Programs four interlinked projects inAmman, Aqaba and Petra, designed to supportDisaster Risk Management efforts in Jordan. It is

    anticipated that the projects in Aqaba and Petrawill provide institutional set-up and increasedcapacity in the targeted regions, specificallyhrough the establishment and capacity-building ofDRR Unit within the structures of the localauthorities.

    USAID GOAL 3Increased Educational Access to Education in Crisis andConflict Environments for 15 Million Learners by 2015

    Disaster Risk Management educatibegun, though little in schools

    Gender STEM almostnon-existent

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    R = H*E*V

    R = RISK (expected losses for a specific length of time, hazard type, and intensity)H = HAZARD (frequency of occurrence, for a specific intensity)

    E = ELEMENTS at risk (number of people or assets, combined with exposure)V = VULNERABILITY (percentage of losses as compared with total exposure)

    E DIVIDED BY EDUCATION EQUALS

    C + R + S C = COPING (available skills/resources to face & manage adverse conditions)R = RESILIENCE (the speed and capacity to rebuild capacity)S = SAFETY/SAVED LIVES (to be calculated by mitigation)

    Reducing Vulnerability and Exposure to Disasters: The Asia-Pacific Disaster Report(2

    ActivitiesDevelop, vet, translate, andtest curriculum and training

    Create public andstakeholder outreach

    Install equipment

    Collect and manage dataCreate risk portraits andmitigtion strategies

    TestedAfghanistan

    ChinaHaiti

    Mexico

    PakistanTajikistan

    TranslationsEnglish, Chinese, Spanish, FrencRussian, Kreyol, Tajik, Farsi/Da

    Planned for 2013-2014Arabic, Hindi, Malay/Javanes

    Implement evaluation andmonitoring

    Budget NotesAcross all projects, budgets fluctuate in regard to

    in-country staffing and training; shipping;

    curriculum development costs will remain the sam

    War and natural disasters can significantly disrupt a childs education and learning trajectory. When children a

    displaced due to these circumstances, they often are excluded from school for years, sometimes even generatioHowever, a high-quality education in emergency situations can provide physical, psychosocial and cognitiveprotection that can sustain and save lives (INEE 2010). In the domains of physical well-being and social and

    emotional, education can provide children with critical survival skills and coping mechanisms through learning.Learning may occur in formal schooling settings, but very often it occurs in informal ways during conflict and

    emergencies. Therefore, efforts to assess childrens learning must take into account where school-age children awhat is bein tau ht, mother ton ue and lan ua e of instruction, and a variet of other factors (INEE 2010).

    United Nations Office for Disaster Risk Reduction (2011Vulnerability Index (wiki): http://bit.ly/132xceG

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    Aug. 2013: Pending fundstaff-up and commenceregional partnerships

    Sept. 2013: Translations o

    educational resourcescompleted, vetted, appro

    Oct. 2013: Implementatiotest workshop

    end-2013: Seismometersinstalled, second worksho

    Finalizing the research, tools, and metrics for measuring the effectiveness of this program, all ofwhich will be reported publicly and subject to transparent validation.

    The design, available for review, will be finalized on April 28th. It combines a focus on educationalevaluations for disaster risk management with USAID and World Bank metrics, capable of beingadapted (without loss of integrity) for the different regions in which this project shall beimplemented.

    The partners collaborating on this project continue to pursue opportunities capable of fundingregional pilots: Phillips Sea Food, Cisco Systems, W.F. Hewlett Foundation, National ScienceFoundation, Johns Hopkins University, Qatar Foundation International, World Bank Global Fund forDisaster Risk Reduction, as well as individual philanthropists. A public campaign design is indevelopment.

    The Girls Quake Science and Safety Initiuative partners recommend that the White House, OSTP,USAID, the Open Courseware Consortium, and the W.F. Hewlett Foundation, and other EqualFutures Partnership colleagues can play a pivotal role in this vital Equal Futures Partnershipinitiative by gathering stakeholders for a meeting hosted by the White House in the summer, 2013.This gathering would be designed to stimulate funding for the first pilot and establishing amomentum following its success for futher funding. Leading up to that meeting, we can commit toan active role in bringing those stakeholders to the table.

    CONTINUING TO MAKE THE CASE FOR FUNDING

    UPDATE: APRIL-MAY, 2013

    RECOMMENDATION

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    OPEN EDUCATIONAL RESOURCES: Courses

    OPEN EDUCATIONAL RESOURCES: Journal and Lessons

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    OPEN EDUCATIONAL RESOURCES:Vital Content for Vulnerable Communities

    Supported by funding from The William and Flora Hewlett Foundation, in

    partnership with UNESCO, Open Educational Resources have been shown as acost-effective, high-quality way to deliver content to communities facing obstacles to

    information, tools, and colleagues. All content associated with the Girls Quake Science and Safety

    Initiative shall be governed by the least-restrictive copyright license, allowing for the maximum amount of

    OPEN EDUCATIONAL RESOURCES: Policies


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